Contents: Part I:Current Educational Models: Misguided By Scientific Psychology. Can Schools Be Growthful in a Non-Growthful World? Development and Learning: What Psychology Has Constructed. Part II:A New Cultural, Performatory Psychology. Vygotsky's Promise: The Unity Learning-Leading- Development. Performing Development: Non-Epistemological Learning. Part III:Radical Educational Alternatives and Their Developmental Potential. Project Golden Key: A Russian Experiment in Developmental Education. When Democratic Education is Developmental--The Sudbury Valley School Model. The Barbara Taylor School--A Development Community Where Children Learn. Not a Conclusion.
Lois Holzman
"Holzman passionately argues that educators need to dismiss a
traditional emphasis on knowledge and concentrate on 'activating
the human capacity to perform--to create ourselves by being who we
are not'....This text packs much information in its 150 pages, both
theoretically and practically....would serve as a worthwhile course
text....[recommended] to any educators interested in rethinking the
role of language, communication, epistemology, and performance in
their own classrooms....prods us to stretch beyond our current
selves and practices."
—Communication Education"...this volume merits inclusion for
graduate students and researchers intent on understanding how
learning takes place."
—CHOICE"...the book offers a fresh and unusual perspective on
Vygotsky that is likely to stimulate discussion and
disagreement."
—Contemporary Psychology"It is refreshing to read the writing of a
theorist who puts her theory into practice in a very public
way....the book lives up to its title in that it presents three
institutions which offer an education operating within a model
different from the dominant one. These case studies give hope to
practitioners seeking evidence of successful alternatives to
conventional school."
—British Educational Research Journal"...advances a passionate
critique of the premises on which schooling rests and presents an
original alternative that is synthesized from the psychology of
Vygotsky and the philosophy of Wittgenstein. The book is smoothly
written and its argument is well-grounded in the current literature
in the neo-Vygotskian sociohistorical school of
psychology/education. The notion that education should be primarily
performative is distinctive and intriguing....The book will appeal
to an audience seeking radical alternatives to current models of
schooling."
—Steven Gelb
University of San Diego
Ask a Question About this Product More... |